ABSTRACT
Over the past 30 or so years, there has been a shift in the prevailing world view of the environment. Van Petegem and Blieck (2006) trace this movement from a human dominant view to an ecological one; from seeing the world as a story of progress, to one of concern over how ecosystems have been disrupted by modern industrial societies. An important milestone was the setting up of the Brundtland Commission in 1983 by the United Nations (UN) in response to concerns over environmental issues. This was a significant act by the UN General Assembly in formally recognising that environmental problems were global in nature and that it was in the common interest of all nations to establish policies for sustainable development. Although there are many definitions of sustainable development, the one recommended by the Brundtland Report, Our Common Future , remains a useful starting point: ‘Development that meets the needs of the present without compromising the ability of future generations to meet their own needs’ (Brundtland Report, 1987: 4). Ofsted (2008a: 6), in its review of sustainable development in schools, extended this view: ‘The goal of sustainable development is to enable all people throughout the world to satisfy their basic needs and enjoy a better quality of life without compromising the quality of life of future generations.’
